Name: Jaimee Shearn SPED 405 Carty Fall 2011 `

Content Area: Social Studies

Instructional Strategy and Accommodations Selection: Brainstorming for Differentiation/Universal Design/Accommodations Student for whom plan is being made: _____Diego or _______ Curtis or _____Marcus or __X_Jenna

Brief Description of the lesson: In this lesson students will use a combination of lecture, discussion and reflection to discover the rise of Nazism and the ideologies that supported its success as major force during World War 2. The students will use a combination of propaganda and government documents to understand the attitude of Germans at the time. The students will also watch a video clip of a speech given by Adolf Hitler at a Hitler Youth rally and then use what they saw to discuss not only the content of the speech but also its implications. Finally, the students will be asked to use all of the information and inferences they have collected though out the lesson to create a diary entry of a child their age living in Germany at the time.

Directions: Complete the following four charts in preparation of your final Accommodations assignment. There may be some overlap between categories / charts. You may copy/paste and or indicate this by referencing the previous table (e.g. See table 1, row 3) Type directly in the chart. You may add or delete rows in the charts as needed by clicking on any cell in the chart in the row where you wish to add or delete rows and then going to Table in the top menu and then Insert or Delete.

Table One: Input Consider the following for what is being taught (What YOU are doing / presenting / facilitating) Differentiation/Universal Design/Accommodation Brainstorm_2011 Page 1 of 23

Name: Jaimee Shearn SPED 405 Carty Fall 2011 Aspect of the lesson that may need to be differentiated or accommodated
Whole class/Group discussion

Content Area: Social Studies

Student may necessitate the lesson:

Jenna functions best with lengthy wait time and will eventually answer if she is get frustrated if not

Suggested Universal Design / Accommodation

Allow ample wait time when posing a question instead of assuming that she does not know the

Explanation of how the previous suggestion will student

This will help Jenna because it will allow her to contribute to the class discussion even if it takes a while. Although wait time should always be given it is essential with Jenna and will make her more inclined to participate at a later time. This will assure not only that jenna understands the directions but will also have an example of what is expected from her. Additionally, asking her to repeat the directions will confirm that she understands them. This will help Jenna follow along and will assure that she is understanding and not just hearing or reading.

characteristic(s) which Differentiation /

changes to the input of Assistive Technology / benefit the chosen

provided with it, but will answer to the question.

Giving directions and expectations for the lesson and its evaluations

Jenna struggles with multi-step directions and may even struggle with simple ones too.

Give directions in the simplest terms and with clear expectations and examples. Also, Ask the student to repeat the directions back to you. I could also provide the whole class with written directions so that students like Jenna have something to refer back to if theyre confused. Make slides simple, but provide definitions to difficult words and explanations of significant people or events.

Lecture Slides

Jenna has a hard time comprehending words

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Name: Jaimee Shearn SPED 405 Carty Fall 2011

Content Area: Social Studies

Table Two: Output Consider the following for what the STUDENT is being asked to do during the lesson Aspect of the lesson that may need to be differentiated / accommodated or changed
Student activity during periods of lecture and class discussion

Student characteristic(s) changes to the output of the lesson:

Difficulty staying on task, easily distracted

Suggested Differentiation /

Explanation of how the previous suggestion will student

Even if Jenna is just writing down a few important facts and her reflections on this sheet, it will at least give her something to follow along with during the lesson to assure that she is staying on task and up to speed with the rest of the class. It will also give her something to look back at when she is doing the assignment portion of the lesson. This will assure both the teacher and Jenna that she is not just reading but also comprehending. This way she does not need

which may necessitate Universal Design / Accommodation

Provide graphic organizer or guided notes to go along with the lesson instruction

Assistive Technology / benefit the chosen

Student behavior during Lecture and Note taking

Although Jenna is really good at decoding text, she struggles with comprehension and application

Give definitions and short examples (either in text or out loud) of key vocabulary words, or words that may be unusual or

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Name: Jaimee Shearn SPED 405 Carty Fall 2011

Content Area: Social Studies

unrecognizable. to skip over tough words (or pretend theyre other words) and can instead really get the most out of reading and notes. Because Jenna does not often come to the teacher for help it is important that teacher goes to Jenna instead of just letting her slip through the cracks. Also, Jenna really needs some positive feedback and praise so that she regains some confidence in her intelligence and abilities.

Expectations during whole-class or group discussion

Jenna has received harsh negative feedback from teachers in the past because of her seemingly inattentiveness, she therefore is somewhat closed off to teachers and will hesitate to ask for help or clarification.

Provide ample positive feedback and praise for participation. Also, check in with her to make sure she is understanding things and staying on track

Table Three: Behavioral Support Consider aspects of the lesson that may affect student behavior (grouping / scheduling / timing / expectations / materials, etc) Aspect of the lesson that may need to be differentiated / accommodated or changed
Directions for the end of lesson assessment

Student may necessitate the lesson:

Jenna needs a significant amount of time to process verbal

Suggested Universal Design / Accommodation

Provide both additional time for reading and listening to directions

Explanation of how the previous suggestion will student

This will give the student two methods for processing

characteristic(s) which Differentiation /

changes to the input of Assistive Technology / benefit the chosen

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Name: Jaimee Shearn SPED 405 Carty Fall 2011

instructions and will also struggle comprehended written instructions.

Content Area: Social Studies

and also ask for questions at the end to assure understanding. Also, touch base with her while the class is working to make sure that she is on the right track. directions (verbal and written) as well as a chance to clarify any questions afterward. Even if Jenna is still struggling the teacher can ask her specifically if she needs help to really assure understanding. This will allow Jenna more access to the teacher and to the information provided, as well as give the teacher more ability to cue Jenna to stay on task and listening even if it is just by making eye contact or tapping her shoulder. This will create a more environment for Jenna speak up more and give honest and thoughtful responses to discussion questions.

Periods of Lecture and/or discussion

Difficulty staying on task, easily distracted

Have student sit in the front of the classroom, or near the teacher in a circle set up//Cue student to keep working and stay on task

Small group discussion

Jenna works best and shares more openly when she is working in

If possible, create groups foster the most this may mean creating groups with multiple students that are in her resource program with her.

in the classroom that will comfortable

her small resource group participation from Jenna- and encourage her to

Table Four: Tests / Assessment / Evaluation Consider the following for the evaluation aspect(s) of the lesson Differentiation/Universal Design/Accommodation Brainstorm_2011 Page 5 of 23

Name: Jaimee Shearn SPED 405 Carty Fall 2011

Content Area: Social Studies

Aspect of the lesson that may need to be differentiated / accommodated or changed

Student characteristic(s) which may necessitate changes to the input of the lesson:
Difficulty getting started on writing assignments and difficulty extending thoughts on paper (usually her writing tends to be short and incomplete)

Suggested Differentiation / Universal Design / Assistive Technology / Accommodation

Provide the student with an additional graphic organizer or with main ideas and supporting sentences.

Explanation of how the previous suggestion will benefit the chosen student
Because Jenna is extremely neat and organized, this would on her strengths to support her weakness of not being able to get a good start on writing assignments. Providing a framework that allows her to organize her thoughts gives her an opportunity to think of some main ideas, get them down on paper and then more easily articulate them in sentences. If possible, a 1:1 aid for Jenna would help her not only to stay on task, but would also give her space to elaborate on her ideas out loud in discussion, making them easier to put on paper. Instead of having

Diary entry as assessment at the conclusion of the lesson

graph that she can fill in be a good way to play

Diary entry as assessment at the conclusion of the lesson

Difficulty elaborating ideas and staying on task in order to complete writing assignments.

Provide 1:1 support

Constant in class

Jenna is extremely shy

Small Group work,

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Name: Jaimee Shearn SPED 405 Carty Fall 2011

discussion and question answering (checks for understanding) and socially awkward due to her difficulty processing oral language and thus does not speak up much in class.

Content Area: Social Studies

especially with other students in her resource class everything be a wholeclass discussion, smaller groups will give Jenna more confidence to share her thoughts and read out loud. Because Jenna is so shy (socially awkward) in larger settings, she would be more likely to give valuable feedback in a smaller setting. Allowing the students to choose their medium of completing this assignment will allow students like Jenna to express themselves in more than one way but still get their point across (as long as they still follow direction). This will provide some positive feedback/intrinsic motivation for Jenna which will hopefully inspire more participation in class.

Writing assignment for Assessment/Grading methods

Jenna does not respond well to poor grades (which she gets often because of difficulty writing), but is very interested in Art.

Allow more forms of response in this assignment such as drawing, Instead of grading strictly on content, grade mostly on creativity and ability to apply ideas to real life situations.

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Name: Jaimee Shearn SPED 405 Carty Fall 2011

Content Area: Social Studies

The accomodations are made in red. In instances where I felt certain words or phrases should be replaced completely the original words are crossed out.
The Rise of Nazi Germany Name: Devin Schaffer, Jaimee Shearn, Will Walsh Class/Subject: 8th Grade Social Studies Date: 5 April 2011 Student Objectives/Student Outcomes: -Students will weigh the aftermath of World War 1, such as the implications of the Treaty of Versailles and evaluate the affect it had on the future of Germany and its people. -Students will imagine the life they would have as a Jewish or German child during World War 2 and explore the various experiences relating to German society. -Through discussion, students will assess how they and others develop trust and the possible consequences this has on society. Content Standards:

16.A.4a Analyze and report historical events to determine cause-and-effect relationships. 16.B.4b (W) Identify political ideas from the early modern historical era to the present which have had worldwide impact (e.g., nationalism/Sun Yat-Sen, non-violence/Ghandi, independence/Kenyatta). 16.C.4c (W) Describe the impact of key individuals/ideas from 1500-present, including Adam Smith, Karl Marx and John Maynard Keynes. 16.D.4 (W) Identify significant events and developments since 1500 that altered world social history in ways that persist today including colonization, Protest Reformation, industrialization, the rise of technology and human rights movements.

Social/Emotional Learning Standards:

2A.3a Predict others feelings and perspectives in a variety of situations 2B.4a Analyze the origins and negative effects of stereotyping and prejudice

Materials/Resources/Technology:

Computer/projector Chalkboard/chalk

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Name: Jaimee Shearn SPED 405 Carty Fall 2011

Content Area: Social Studies

Diary Entry Assignment sheet for each student YouTube videos and Websites with Texts:
o o o

http://www.wattpad.com/558123-short-story-1 http://www.youtube.com/watch?v=WEghwtj1lSU http://www.fyms.de/meyers-blitz-lexikon-leipzig-1932/

Teachers Goals:

To convey the process and background of the rise of the Nazi Party in Germany between the first and second world wars. To allow for students to take on the role of a German or Jewish schoolchild in Nazi Germany in order to share the experience of German youth. The students will have practiced note-taking skills by this point and will be expected to take notes on their own based on the lecture and discussion. Jenna and other students with IEPs will receive an additional worksheet with the notes on it and space to add their own thoughts. This will assure that she is following along and can come in after class and discuss what she missed. Start of Class: -Teacher will ask students to take a few moments to think about who in their lives they trust (ie. parents, teachers, government, friends). After two minutes, the teacher will ask students to share their answers with the class and a rationale as to why they believe these people are trustworthy. Before sharing with the class the teacher will give students the opportunity to share their ideas with the person sitting next to them. This will help with shyness and will take the pressure off of students who may not want to share in front of the whole class such as Jenna. -The teacher will then ask students to personally reflect and share on how they feel about racism, as well as how our modern society views racism. Follow up questions will be asked as appropriate to encourage deep thinking. Then the teacher will ask the students to consider how they would respond to someone they trust telling them that a certain type of person is inferior, or even less human. The teacher will also write these questions up on the board so that the students can both hear and read them in case they have trouble processing the directions.

3 Min

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Name: Jaimee Shearn SPED 405 Carty Fall 2011

2 Min

Content Area: Social Studies

Introduction of Lesson: -The teacher will verbally review the lesson objectives with the students which will be written out on the chalkboard at the side of the room. -The teacher will identify the topic of todays class as being how World War I contributed to the rise of Nazism and what that meant for different groups of Germans living within Germany during that time. -The teacher will add that because the information in todays lesson is sensitive to some people and will require students to think in a way that they may not be used to and that all discussion should be kept appropriate and honest.

40 Min

Lesson Instruction: -The teacher will ask the students to share what they know about Adolf Hitler and the Nazi Party in Germany. Teacher will supplement the discussion in order to ensure that students have all necessary information for the lesson. Teacher will share the following summary: Adolf Hitler was an Austrian-born German politician and the leader of the Nazi Party. The Nazi Party (from the German Nazi, abbreviated from the pronunciation of Nationalsozialist), was a political party in Germany between 1919 and 1945. -The teacher will ask students to keep in mind their answers to the question of who they trust and why while they watch the following recording of a speech given by Adolf Hitler at a Nazi Youth Rally. http://www.youtube.com/watch?v=WEghwtj1lSU *Would like to include the transcript of this speech in English with some words defined but the text has to be purchased and it Is quite expensive so I cant access it at this time. -After the video clip is complete, the teacher will ask for students to share their general reactions and will ask them to consider and answer the following questions: What type of rally do you think this is, why are all of these people (especially youth) gathered in this setting? How do the people view Hitler? Think of the people you said you trusted, do you think the people of Germany trusted him and what he said he would do? What type of things was Hitler saying, and in what way was he saying them? Do you think he is an effective speaker? In your opinion, was anything that Hitler said offensive? How does this speech compare to what you already believed about Hitler? (Teacher will guide the discussion to point out that this speech did not have many racist statements.) -Teacher will ask students if they know what the Treaty of Versailles is and its impact on Germany. The teacher will then provide the following facts about the Treaty while engaging students in a Reflective discussion throughout the presentation.

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Name: Jaimee Shearn SPED 405 Carty Fall 2011

Content Area: Social Studies

Impositions on Germany include: Adapted Version is on notes sheet Trial of Willhelm II and many other trials made Nazi leaders and citizens into War Criminals Sole responsibility for the war placed on Germany and her allies The Rhineland (a historically-disputed region between France and Germany) would be occupied by Allied forces for 15 years Several military limitations and restrictions Territorial changes, including the loss of overseas colonies and significant European territory Germany was required to pay $442 billion dollars for war damages in addition to providing materials such as coal and steel Creation of international organizations, including the League of Nations and the International Labor Organization Teachers will then ask the students what effect these implications punishments had on Germany. possible answers include: Damaging to the German economy slower reconstruction after the war instability within the new German government sense of isolation and hostility against the winning powers Teacher will explain: In addition to the negative effects of the Treaty, Germany also suffered from the Great Depression during the 1930s. From this background, Adolf Hitler rose to power with promises of food, work, and glory as seen in the YouTube clip. Part of this was because of his oratory, or speaking skills, while another part was through his effective use of propaganda. -The teacher will then ask for a volunteer to define the term propaganda and for another student to give an example. -While some of the Nazi propaganda was used to show a strong and efficient Germany (such as the YouTube video) and to inspire the German citizens to feel strong physical and emotional ties to their country, much of it was also used to discredit some of its own citizens. The Teacher will ask for more examples of Nazi Propaganda and will provide the following ideas: -What is a game that a lot of kids play growing up? (Monopoly) and what lesson does it teach? (Making the most money will lead to success); The Nazi children played games that taught them to bring the most Jewish children to the concentration camps and this is what they were told was right. -What types of lessons did our books teach us growing up? (Arthur-Friendship and Inclusion) Their books actually taught about exclusion of Jewish children and other minorities. How do you think this affects the way these children think and behave? Are these children mean or evil because they treat others with inferiority? Or are they a product of their environment? -Once the teacher has established a background of the events contributing to the rise of the Nazi Party and Adolf Hitler, The teacher will then put the following document on the projector. The teacher will also give Jenna a hard copy of this document before class so that she

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Name: Jaimee Shearn SPED 405 Carty Fall 2011

Content Area: Social Studies

can be more focused on the text and spend more time digesting it. The teacher will tell the students that this document is a product of Nazi Propaganda and ask students to read through the questions and answers it presents. Once the class has read aloud through out the text of the document the teacher will tell the students that this was part of a book that was distributed to German schools and taught about in classrooms throughout the country. http://www.calvin.edu/academic/cas/gpa/catech.htm The teacher will encourage a class discussion on this by presenting the following questions: *These questions have been put into simplified language. What surprised you when reading through this document? is this the type of text that you learn about in school? How is it different? Think about the video we watched earlier as well as this document and where both of these messages were coming from. Are these sources you would probably trust? How would this text make you feel if you were a German student? What if you were a Jewish student? How would this propaganda affect the lives of young Jews in Germany? (i.e. Friendships with German children, daily activities, etc.) Can you think of another time in American history that a similar type of situation has existed where violent or verbal abuse has been directed towards people of a certain race? (Slavery) -Compare these situations, were the people in power at fault? Were they evil people? Or was it because of the society they lived in? -The teacher will have the students read through the following diary entry of a young Jewish boy in Germany: http://www.wattpad.com/558123-short-story-1 This reading is already at a pretty easy reading level and should be comprehendible for students like Jenna. She will have the text before class and the co-teacher will have read it with her already in resource. 5 Min Closure/Wrap-Up/Review: Between the two world wars, Germany experienced a period of drastic social, political, and economic change. Adolf Hitler and the Nazi Party were able to exploit the sentiments of a German people who were desperate for a return to glory on the international stage. The changes that the Nazi Party pushed through the German state affected everyone in the country. People that identified as German people became a part of a bigger picture of racial superiority. Other races were targeted as treasonous and even subhuman. Adolf Hitler and the Nazi Party helped to shape the Nazi German state into the military powerhouse that would later start World War II. Most people who aligned themselves with the Nazi party did so because it is what they were taught from those that they trust such as teachers, parents, government leaders, and it was all they knew. Whether or not these people were evil cannot be judged but it is important to recognize that they were people just like us and we are all affected by the propaganda and messages that surround us. Adapted version is on worksheet under take-away points -Teacher will ask for any additional questions or clarifications from the students to ensure thorough understanding.

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Name: Jaimee Shearn SPED 405 Carty Fall 2011

10 Min Assessments/Checks for Understanding:

Content Area: Social Studies

-The teacher will distribute an assignment that requires students to take on the role of either a German child or a Jewish child during this time period in order to write a personal diary entry about their day. The students will be provided with detailed expectations in regards to length and style and told to use the factual information presented to them in todays lesson. They will also be encouraged to use creativity and imagination when writing their entry. They will be given the rest of the class period, as well the evening to complete the assignment. Students will receive a written out direction sheet (Jenna and other students will get the adapted version with red). Most students will be asked to begin writing right away but the teacher will work with Jenna to brainstorm before writing the actual diary. To do this they will use notebook paper to answer the questions on the direction sheets and then discuss how Jenna can put these into a cohesive diary entry.

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Name: Jaimee Shearn SPED 405 Carty Fall 2011

Content Area: Social Studies

Assessment: Life as a Child in Nazi Germany

8th Grade Social Studies-Settles The Assignment: Imagine you are the same age but living in a totally different life. It is your responsibility now to take on the role of either a German or Jewish student in the 1930s and 40s. (Your assignment today requires you to take on the role of a German or Jewish student in the 1930s and 40s) After a long day at school and hours spent playing with friends, or doing chores at home you decide to write another entry in your personal diary. Take a moment to reflect on everything you experienced (That happened to you) today; include descriptions of any thoughts you had in response to those around you (about others around you), things you were taught in school and any other occurrences (events) that you think were interesting. Make this diary entry personal and honest. *Please use the information discussed in class today to supplement (in) your diary entry. Feel free to use any additional information you have learned in past history classes about Nazi Germany and World War 2. Here are some topics to consider when writing in your diary, but dont feel like you have to limit it to just these: -What are you learning about in school and how does it make you feel? -How do others treat you? (Family, Teachers, Friends, Etc.) -What is going on in the world around you and how do you think it is affecting you? -Have there been any major changes or events in your life lately? How about in the lives of those around you? -What are your views of your countrys leadership (i.e. Nazi Party and Adolf Hitler)? Length: Your diary entry should be -1 Page in length and should be written using complete sentences. You also have the option of doing a drawing instead of a written diary entry. If you choose to do this you still must include all of the components above, but you can reflect on these things by drawing them out instead of writing about them. Due: Your diary will be due at the end of class today (4/5) (or tomorrow for those who brainstormed)

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Name: Jaimee Shearn SPED 405 Carty Fall 2011

Content Area: Social Studies

Graphic Organizer Brainstorm for Jenna and other Students with IEPs

Directions: Fill out this chart to organize your thoughts for your diary entry. You should include both your own thoughts and specific evidence from todays lesson and your previous readings.

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Name: Jaimee Shearn SPED 405 Carty Fall 2011

Content Area: Social Studies

What are you learning about in school and how does it make you feel? How do others treat you? (Family, Teachers, Friends, Etc.)

Your answer:

Support from Class: Your answer:

Support from Class:

What is going on in the world around you and how do you think it is affecting you? Have there been any major changes or events in your life lately? How about in the lives of those around you? What are your views of your countrys leadership (i.e. Nazi Party and Adolf Hitler)?

Your answer:

Support from Class: Your answer:

Support from Class: Your answer:

Support from Class:

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Name: Jaimee Shearn SPED 405 Carty Fall 2011 Lesson Outline 1. Who do you trust and why?

Content Area: Social Studies

2. How do you feel about racism? How do you think other Americans feel about it?

3. What would you do if someone you trust told you that someone you know were inferior (lower in quality or position)?

4. Adolf Hitler
Adolf Hitler was an Austrian-born German politician and the leader of the Nazi Party. The Nazi Party (from the German Nazi, abbreviated from the pronunciation of Nationalsozialist), was a political party in Germany between 1919 and 1945.

5. The Treaty of Versailles (add additional notes and reflections about the implications of these punishments)

Made many Nazi Leaders War Criminals Made Germany responsible for the entire war The Rhineland (region between France and Germany that was often fought for) would be controlled by Allied forces for 15 years Several military limitations and restrictions for Germany Germany lost a lot of land, including the loss of overseas colonies and much of their European Territory Germany was required to pay $442 billion dollars for war damages in addition to providing materials such as coal and steel

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Name: Jaimee Shearn SPED 405 Carty Fall 2011

Content Area: Social Studies

Creation of international organizations, including the League of Nations and the International Labor Organization

6. How does this effect Germany?

7. Key Definitions: Oratory Skills: Speaking Skills. Hitler was very good at getting crowds of people interested in what he had to say and made very clear, persuasive points in his speeches. Propaganda: The attempt of someone or people (in this case, the government) to influence or persuade a community towards their beliefs or movements. Take-Away points:
-Between the two world wars, Germany experienced a period of drastic social, political, and economic change. -The German people wanted to become a world power again and Adolf Hitler and the Nazi Party used this in a negative way. -The changes that the Nazi Party pushed through the German state affected everyone in the country. German people and those of the Aryan Race (Blond Hair, Blue Eyes, Pale Skin) were considered better than others. And Jewish people, and those with disabilities were considered less human. -Adolf Hitler and the Nazi Party helped to shape the Nazi German state into the military powerhouse that would later start World War II. Most Nazis followed Hitlers was because it is what they were taught from those that they trust such as teachers, parents, government leaders. -Whether or not these people were evil cannot be judged but it is important to see that they were people just like us and we are all affected by the media and messages that are around us.

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Name: Jaimee Shearn SPED 405 Carty Fall 2011

Content Area: Social Studies

Jaimee Shearn Co-Teaching This Lesson Because there is so much discussion involved in this lesson I think that the teaming style of co-teaching would work really well. For the portions that are more lecture oriented I would expect that I would lead the class but with input from the other teacher as well, especially if the teacher had any background in history. All of the discussion segments ask the students to reflect on the things that they learned and apply it to their own beliefs and I think that the co-teacher can be a very valuable part of this discussion. There are a few parts in the lesson that I think the co-teacher should stick primarily to helping Jenna which resembles more of a one teach, one assist style of co-teaching and that is in the beginning and end of the lesson. In the beginning, which includes some small group or partner conversation I think that the co-teacher should be a part of Jennas discussion to assure that she is staying on task. Jenna has difficulty focusing and staying engaged, I think that having the resource teacher around, occasionally asking questions to further Jennas thinking, would be really beneficial to these discussions. Another part that I think Jenna may need direct attention from the co-teacher would be the end of class when the students are to start on the assignment. Since Jenna has an adapted version of the assignment that has her using a graphic organizer to get her thoughts out, she will be working at a different pace than the other students. Jennas IEP says that she has trouble getting started on assignments, so to assure that she gets off to a good start the co-teacher should be there to help her think of what it is she wants to say and then articulate them on the chart. Differentiation/Universal Design/Accommodation Brainstorm_2011 Page 19 of 23

Name: Jaimee Shearn SPED 405 Carty Fall 2011

Content Area: Social Studies

Other than these two situations I think that the co-teacher should be really involved in the lesson. Because the teacher will have had the opportunity in resource to read through the primary sources with Jenna, they can supplement my discussion questions with other questions that may have come up when they were reading through the sources. Additionally, Jenna may feel more comfortable sharing her thoughts if she knows that the resource teacher, whom she is familiar with, will have a large role in the lesson.

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Name: Jaimee Shearn SPED 405 Carty Fall 2011 Jaimee Shearn

Content Area: Social Studies

Reflection Because this is a discussion-based lesson many of the things that will help Jenna through it are not very overtly apparent in the lesson plan. The most important of all of these is the waittime that will be given if she is called on to share an answer during discussion. Because she is so shy and might not be able to answer right away it is extremely important that I would be sensitive to this and probably alert her before class that I am going to call on her about a particular question. This way she can be prepared to answer and will not be embarrassed about messing up in front of her classmates. Because Jenna is so shy and socially awkward I would also be sure provide her with a lot of positive feedback and praise in hopes of encouraging more participation from her. Although these things cannot be written into a lesson plan, I would keep them in mind throughout the class. Another way that I dealt with this issue is by incorporating some partner work. Especially in the beginning of class when the students are asked to consider some personal things, it will help Jenna if she only has to share with one person as opposed to the entire class. I would try as hard as possible to make it so that her partners, or small group members, would be other students from her resource class because this is whom she feels most comfortable with. To help Jenna follow along and remain focused on the tasks throughout the lesson I opted to create a guided note sheet for her. Although it does not follow along with every single thing in the lesson it does have some of the key points as well as the most confusing ones. Differentiation/Universal Design/Accommodation Brainstorm_2011 Page 21 of 23

Name: Jaimee Shearn SPED 405 Carty Fall 2011

Content Area: Social Studies

Though most of the text is already provided on the sheet there is room for Jenna to react to the statements or even add more notes if she feels like it. The most important part I feel is that each item on the note sheet is numbered so that both the co-teacher and I can help Jenna follow along by referring to which number we are talking about and giving her a frame of reference. Additionally, many of the questions will be written on the board in the front of the class in case Jenna, or any other one of the students, needs to refer back to them for something they are uncertain about. Although I would like to have the transcript of all of the You-Tube videos, especially of Hitlers speeches because of Jennas difficulty processing oral language. Unfortunately, my research showed me that these transcripts would cost a lot of money and are pretty hard to come across (once I am getting paid, I would probably invest in them). For this reason I will be sure to tell the students that if they have difficulty understanding any parts of the speeches that they should feel welcome to raise their hands at any time to ask for clarification. The other primary sources that I use are already at a pretty accessible reading level because they are either written for, or by, students that are younger than Jenna. Still, Jenna would receive all of the texts before class and would hopefully be able to go through them with the special education teacher in a resource class. This will make sure she is more prepared not only to get through the work during class, but hopefully to share her thoughts also.

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Name: Jaimee Shearn SPED 405 Carty Fall 2011

Content Area: Social Studies

Because Jenna responds better to art than she does to text I decided to make the assessment have an option for drawing a picture instead of writing a diary entry. I would still expect her to fill out the brainstorming graphic organizer to assure that she is really thinking hard about the questions, but would allow her to articulate her thoughts through drawing if she chooses instead of forcing her to write them. I would also keep this in mind when grading and weigh the creativity of the product equal to the content instead of less. I think that this was a great assignment because it really got me thinking about the ways in which I approach lessons and how they can be adapted for those with special needs. One thing that I realized when I was doing this is that many of the changes I made would not only help Jenna, but would help all of the students in the class and make the lesson more effective. I think that this process should be taken on in each lesson that we plan even if we do not have students with IEPs in our classes. I was pleased that some of the aspects of my lesson such as the questions I ask in discussion were already pretty accessible for all types of learners because they were in plain English and asked more for a student to reflect and use personal experiences, but did realize that other parts would be really difficult for a student that struggles in written or oral communication.

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